News From the Field
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According to a new report from the Center on Reinventing Public Education at Arizona State University’s Mary Lou Fulton Teachers College, accelerated learning simply requires more. More staff, more resources, more energy, more buy-in from teachers.
For decades, advocates of competency-based education have been arguing that colleges should award credits based on assessing what students know rather than how many hours they’ve spent in class. Could this post-pandemic moment lead to broader adoption of the idea?
The digital economy has totally overtaken the workplace. As a result, predictions about the long-term effects of online degrees can no longer rest on historical trends, but must take into account the shocks of the digital revolution, writes NYU Tandon School of Engineering's Robert Ubell.
Disaster-prone communities invest in their resiliency, recovery and future-proofing, and it’s time for schools to do the same, writes Malia Krauss.
The free tool, called SkillsEngine, contains a large digital library of skills—more than 20,000 of them—needed for all the jobs you can think of—and, importantly, for occupations that don’t even exist yet.
Dual-enrollment programs help nearly 1.4 million high school students take college courses each year. But as dual enrollment grows across the country, access to the option is not distributed equally, according to a new report produced by nearly two dozen higher ed researchers and experts, with funding from the Joyce Foundation.
Moore Community House created a new program called Women in Construction, an eight-week training course designed to prepare women for apprenticeships and jobs in the skilled trades, which can set them up for careers that start out paying double or triple the minimum wage. It also helps women buy the tools and steel-toe boots they will need to bring to work, and it connects those who have children with resources to provide for their care.
The widespread staffing shortages that plagued the 2021-22 school year have stretched into summer programming, which, in many cases, relies on licensed school teachers to sign up to continue working with students.
As we seek to emerge from the pandemic and reimagine schools so that students do not just recover from the pandemic but are set up to thrive, what if we normalized schools as hubs with student supports, asks Jin-Soo Huh.